Target raising student achievement through focus on ICT product and processes around the MOE school targets.
See below images of shared expectations of effective pedagogy including co-constructed learning intentions and success criteria, regular reflection and feed forward, clarity of purpose, making connections, data gathering and evidence of whole school change. Also see below MOE student achievement data and report.
October Student Achievement around MOE school target.
Analysis of data collected for achievement of our MOE target in October shows improved achievement across categories of girls, boys, Maori and Pacifica. This is clearly identified in each category in the october data report which will be shared in teams for identification of actions to help meet next steps.
ICT product and process impacting on the achievement of this MOE target is evident by the clear co-constructed learning intentions and success criteria in all classrooms. Goal setting, reflection and feedback is evident in classrooms directly connected to this target. There is clarity of purpose for this target and data has been gathered and utilised to identify and action next steps.
ICT has directly impacted on our MOE target through use of shared resource portals across classes. Some classes have included online reflection work targetted at spelling and class forums.
Examples of use of LMS for online shared resource portal to help with MOE target around spelling
Senior School http://screencast.com/t/11pvtWhetUze
Some teacher comments from the Ariki Project about teacher practice assumptions support ICT as significant in helping to achieve school targets. The Ariki Project is the MOE and NZPF trial principal appraisal programme.
"The learning intention/reflection/success criteria work presented was very thorough and clearly effective to help children know what they are learning and to help them achieve success. A number of effective strategies were shared and were evident around the room where again the children are taking ownership of their learning. This is important for me because I need to be able to work this way in the classroom and to help children take ownership of their learning."
"This session reinforced the importance of children learning how learning works and the responsibility they need to take for their own learning through managing self. Junior learning stories empower children to reflect on how they are learning to set goals in managing their learning and how junior children can articulate what learning means to them. The power of visual metaphors nin the use of video clips to illustrate concepts was really powerful and really effective at all levels and something I will definitely try."
"I think that by using SRL (self regulated learning) strategies as a teacher I am more likely to question 'the point' of some of my teacher time with children. I'd like children to see more clearly what the learning intentions, success criteria and the 'point of it all' more often. It means that as teachers we have to really think about all the 'activities' children are instructed to do and how they connect to learning"
Target raising student achievement through focus on ICT product and processes around the MOE school targets.
See below images of shared expectations of effective pedagogy including co-constructed learning intentions and success criteria, regular reflection and feed forward, clarity of purpose, making connections, data gathering and evidence of whole school change. Also see below MOE student achievement data and report.Shared expectations of effective pedagogy identified. Clear links between foremost teaching approaches and NZC effective pedagogy.
Using the school wide Ilam Learning behaviour model a rubric was developed to help teachers identify their next learning steps for their inquiry work.
Learning Walk Rubric to gain data around effective pedagogy
MOE Student Achievement Target
Data Gathering Methods
Syndicate team objectives related to recommendations from Student Achievement Target in Spelling report and reading data report.
October Student Achievement around MOE school target.
Analysis of data collected for achievement of our MOE target in October shows improved achievement across categories of girls, boys, Maori and Pacifica. This is clearly identified in each category in the october data report which will be shared in teams for identification of actions to help meet next steps.
ICT product and process impacting on the achievement of this MOE target is evident by the clear co-constructed learning intentions and success criteria in all classrooms. Goal setting, reflection and feedback is evident in classrooms directly connected to this target. There is clarity of purpose for this target and data has been gathered and utilised to identify and action next steps.
ICT has directly impacted on our MOE target through use of shared resource portals across classes. Some classes have included online reflection work targetted at spelling and class forums.
Examples of use of LMS for online shared resource portal to help with MOE target around spelling
Senior School
http://screencast.com/t/11pvtWhetUze
Middle School
http://screencast.com/t/G6IAlnmg
Junior School
http://screencast.com/t/p3MjOHn6x
Use of monkey survey to collect data about use of LMS for learning spelling and to gather data around proofreading.
Some teacher comments from the Ariki Project about teacher practice assumptions support ICT as significant in helping to achieve school targets. The Ariki Project is the MOE and NZPF trial principal appraisal programme.
"The learning intention/reflection/success criteria work presented was very thorough and clearly effective to help children know what they are learning and to help them achieve success. A number of effective strategies were shared and were evident around the room where again the children are taking ownership of their learning. This is important for me because I need to be able to work this way in the classroom and to help children take ownership of their learning."
"This session reinforced the importance of children learning how learning works and the responsibility they need to take for their own learning through managing self. Junior learning stories empower children to reflect on how they are learning to set goals in managing their learning and how junior children can articulate what learning means to them. The power of visual metaphors nin the use of video clips to illustrate concepts was really powerful and really effective at all levels and something I will definitely try."
"I think that by using SRL (self regulated learning) strategies as a teacher I am more likely to question 'the point' of some of my teacher time with children. I'd like children to see more clearly what the learning intentions, success criteria and the 'point of it all' more often. It means that as teachers we have to really think about all the 'activities' children are instructed to do and how they connect to learning"